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Investigating the promising practice of teacher evaluation in two California charter schools

INVESTIGATING PROMISING PRACTICE OF TEACHER EVALUATION
IN TWO CALIFORNIA CHARTER SCHOOLS
by
Marie Lourdes Morelock
________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Marie Lourdes Morelock

Traditional teacher evaluation systems have had little to no impact on changing teacher behavior or improving student achievement. The purpose of this study was to investigate teacher evaluation at two California charter schools, in which teacher evaluation was found to have an associated impact on improved teacher performance and student progress.; A qualitative case study applied descriptive research and design and included the following data sources: interviews of charter school personnel, a review of archival documents, and observations of professional development meetings related to teacher evaluation. The investigation answered the following research questions: How do charter schools use teacher evaluation to improve student achievement? How are resources used to implement teacher evaluation to improve student achievement? What challenges have charter schools faced in implementing teacher evaluation? What evidence exists that teacher evaluation has resulted in positive educational outcomes?; The study found that the strongest evidence of impact of an effective teacher evaluation system was the change in teacher behavior. Through a comprehensive evaluation system consisting of classroom observations and professional development, teachers had opportunities to reflect on their practice and make instructional decisions that led to greater student progress. Teachers also were provided with feedback that included recommendations or action plans to help achieve school-wide student achievement goals.; In order to implement effective teacher evaluation, the findings suggested several practical strategies. First, the school community must have a common understanding of the definition of a quality teacher. Additionally, the Principal or administrators involved in the evaluation must have a strong knowledge of effective instructional practices and must prioritize instruction above other administrative responsibilities. Classroom visits must be regular and consistent, and teachers must be given adequate professional development and time for collaborative meetings with colleagues. Finally, teacher evaluation must align to the fulfillment of the school’s overall improvement goals.; The findings from this study have been incorporated into the University of Southern California's Web-Compendium of Promising Practices designed to disseminate successful innovative practices beyond the school the school site to assist other policy makers and educators who wish to improve their own teacher evaluation systems.

INVESTIGATING PROMISING PRACTICE OF TEACHER EVALUATION
IN TWO CALIFORNIA CHARTER SCHOOLS
by
Marie Lourdes Morelock
________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Marie Lourdes Morelock